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Adult Education Research Conference
2009 Conference Proceedings (Chicago, IL)
The Multiple Generations in Adult and Higher
Education Classrooms: What We Assume, What
We Know, What We Can Learn, and What May Be
Missing
Catherine Hansman
Cleveland State University
Kathryn McAtee
Cuyahoga Community College
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Hansman, Catherine and McAtee, Kathryn (2009). "The Multiple Generations in Adult and Higher Education Classrooms: What We
Assume, What We Know, What We Can Learn, and What May Be Missing," Adult Education Research Conference.
http://newprairiepress.org/aerc/2009/roundtables/6
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The Multiple Generations in Adult and Higher Education Classrooms:
What We Assume, What We Know, What We Can Learn,
and What May Be Missing
Catherine Hansman
Cleveland State University
Kathryn McAtee
Cuyahoga Community College
The purpose of this paper is to gain greater understandings of the “generation”
literature as it relates to adult learners in higher and adult education contexts. We
also analyze the literature from a critical perspective, considering how the
literature attends to issues of gender, race, ethnicity, class, and sexual identity.
Malcolm Knowles (1980) provides descriptors of adult learners as self-directed; however,
his notions paint a generic picture of adult learners that may not address other aspects of learners,
such as their generational cohort. In recent years, researchers (i.e. Elam, Stratton, & Gibson,
2007) have introduced the idea of differences in various generations and how they play out in
adult or higher education classrooms. Elam, Stratton, and Gibson (2007) define generations as “a
specific time period and shared experiences” (pg. 21) that, along with common influences, such
as people, places or events, may shape generational cultural values and behaviors. Understanding
research and literature concerning the different generations may help inform adult educators to
better understand, educate, and address the needs of the adult learners who populate our
educational institutions and contexts. The purpose of this roundtable paper is to gain a greater
understanding of the literature concerning various generations as it relates to adult learners in
higher and adult education, exploring its relationship to adult learning in various contexts. Our
secondary purpose, however, is to analyze the literature from a critical perspective, considering
how the literature attends to issues of gender, race, ethnicity, class, and sexual identity.
Synopsis of the Literature: In today’s adult education classrooms three generational cohorts
may be participating in the same educational experiences. Typical depictions of these generations
are the Baby-boomers, the Generation Xers, and the Millennials. The Baby-boomers’ birth years
span from 1946 to 1964 and are defined by the space race, civil rights movement, Vietnam, and
Watergate. The Generation Xer’s, who were born in the mid 1960’s to the early1980’s,
experienced the fall of the Berlin Wall, the emergence of AIDS, and the Internet (Oblinger,
2003). The most recent generational cohort, the “Millennial” or “Nintendo” generation (Stanford
& Reeves, 2007) were born after 1982. The Millennials are more biracial or multiracial than are
previous generations, with 20% of them having at least one parent who is an immigrant (Broido,
2004). Part of the problem with understanding these groups is the discrepancies in titles that
various authors use to describe the generations. Lowery (2004) uses the title “Thirteenth
Generation” for “Generation X,” and “Baby-boomers” may also now be referred to as
“Helicopter Parents”.
Generational learning preferences: In their research Cambiano, De Vore, and Harvey
(2001) discovered differences of preferred teaching techniques/pedagogies for the three
generations. The Baby-boomers expressed a need for hands-on learning activities using threedimensional and manipulative materials. Generation Xer’s need carefully laid out plans of what
is expected of them in the learning situation, including knowing future assignments the
parameters of each lesson, and the sequential steps involved in all assignments, with the
instructor leaving nothing to interpretation. Millennials prefer teamwork, experiential activities,
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structure, and the use of technology. Their strengths include multitasking, goal orientation,
positive attitudes and collaborative style (Oblinger, 2003). Stanford and Reeves (2007) address
the issue of incorporating technology in the adult classroom, encouraging educators to develop
technology skills and learn how to teach using technology that is appropriate for the content of
the course and the generations in the classroom.
Concerns with generational research: In addition to confusing and conflicting titles for
generations, some of the literature we examined seems to not be empirical research but opinionbased writing, which nevertheless seems to become part of the “data” concerning generations and
influence much of what we assume about the differences and similarities between the generations
who populate our classrooms. In addition, much of the writing concerning the different
generations seems to assume that all individual members of each cohort have equal levels of
financial, personal, and social support. Race, class, gender, sexuality, and ability all affect how
individuals have access to educational opportunities.
Unanswered Questions: Much of the literature concerning different generations is
undeveloped and requires further empirical research. Future generational research could focus on
some of the following questions: What does the literature tell us about the various generations,
and what are the similarities and differences among the generations? What can adult educators
do to meet the learning needs of the multi-generational and diverse mix of students in higher and
adult education settings? How does the generational literature represent gender, race, ethnic,
class and sexual identity issues? How do adult learning theories, such as transformational
learning, fit into what the literature tells us about the different generations and their learning
preferences? Through asking these questions, we hope to promote discussions that will further
our knowledge of meeting the needs of different generations of adult learners. Understanding the
different generations present in adult learning contexts may help us move beyond the generic
portraits of adult learners to considerations of the mosaic of generations that are present today in
educational institutions so we may better provide the educational environments and learning
experiences they require to be successful.
References
Broido, E. M. (2004). Understanding Diversity in Millennial Students. New Directions for
Student Services, 106, Wiley Periodicals, Inc., 73–85.
Cambiano, R. L., De Vore, J, B., & Harvey, R. L. (2001). Learning style preferences of the
cohorts: Generation x, baby boomers, and the silent generation. PAACE Journal of Lifelong
Learning 10, 31-39
Coomes, M. D. & DeBard, R. (2004). A generational approach to understanding students. New
Directions for Student Services, 106, Wiley Periodicals, Inc., 5-16.
Elam, C., Stratton, T., & Gibson, D.D. (2007) Welcoming a new generation to college: The
millennial students. Journal of College Admissions, 20-25.
Lowery, J. W. (2004). Student affairs for a new generation. New Directions for Student Services,
106. Wiley Periodicals, Inc., 87-99.
Oblinger, D. (2003 July/August). Boomers gen-xers & millennials: Understanding the new
students. Educause, 37–47.
Stanford, P. and Reeves, S. (2007). Access, consider, teach: ACT in your classroom. The
Clearing House 80 (3), 133 – 136.
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